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There are many similarities between physical therapy services that is provided in an educational setting and that which is provided in an outpatient or home setting. But, there are also differences as school based therapy follows an educational model and is focused on students gaining independence to access their school environment. Please review the following documents that outline the similarities and differences.
The IEP team determines the need for physical therapy services based on the student’s goals and objectives, desired student outcomes and recommendations by the physical therapist. To be included on a student’s IEP, physical therapy must be required to assist the student to benefit from special education. This implies the following:
• The student has a disability.
• Physical therapy interventions are educationally relevant and clear in purpose.
• The specific knowledge base and expertise of the physical therapist/assistant is necessary in order for the student to make progress with IEP goals in the least restrictive environment.
PT services may be indicated if the answer is ‘yes’ to the following questions:
• Does the student require the specific knowledge and expertise of a physical therapist at school in order to make progress and benefit from his/her special education program?
• Does the student require physical therapy in order to have access to an appropriate education?
PT services are not indicated if the answer is ‘yes’ to the following questions:
• Could the need be addressed effectively by other EC staff?
• Could the need be addressed effectively by other school staff (e.g., school nurse, guidance counselor, teacher, teacher assistant, administrator, and/or cafeteria staff)?
There are a variety of delivery models utilized with therapy intervention. Effective therapy services generally include a combination of models to meet the unique needs of each student. These models include, but are not limited to the following:
• Working directly with a student within the classroom/educational setting in an inclusion/integrated model
• Working directly with a student in a separate room/area away from peers to address specific skills that can ultimately be integrated into the student’s daily routines
• Observing and analyzing student performance to determine if strategies/modifications need to be changed or if new strategies need to be implemented
• Training and collaborating with parents and school staff
• Identifying, selecting and adapting special materials and equipment
Therapy sessions can take place in any part of the school environment. This can include the school grounds, bus lots, hallways, playgrounds, cafeterias, restrooms, classrooms, special classes (i.e. media, art, PE, music, computer) and off-site (fieldtrips and job training sites) when appropriate.
The therapist should choose an integrated model, whenever appropriate. This means the therapist will be working with the students in their typical environment while they are performing routine activities of their school day. At times when teaching a new skill, the therapist may work with students in a separate room/location outside the typical classroom. However, the focus is always on integrating that skill performance into the students’ daily routines to enhance classroom/educational performance.
Even during this difficult time it is important that students continue to work on all aspects of their development, including functional mobility and gross motor skills. We encourage students and their families to continue to address these aspects through virtual teletherapy services and additional practice throughout the week.
Tips to improve virtual/remote learning experiences:
Make sure that your child's therapist has the most accurate contact information (phone, email, etc).
Work with your therapist to determine the most appropriate time to schedule virtual sessions so your child will be alert and able to participate in activities.
Keep a consistent schedule for sessions and notify your physical therapist if your child is unable to attend for any reason. It may be helpful to make a daily schedule for your child that includes times for educational services, related services and additional learning/practice.
Please log in for sessions on time. Scheduling will be challenging and it is important that each family is provided their allotted time.
Have your child ready and prepared to begin activities when your session time begins. This may include having orthotics/shoes on, having your child in adaptive equipment (if recommended), having additional materials near by that may be used during your session.
Be prepared to assist your child during the session. This may include physical assistance, redirecting your child, repeating directions or demonstrating activities suggested by the therapist.
Please bring up any questions of concerns to your child's therapist during your virtual session or by following up with an email. Frequent communication is critical.
Continue to practice any suggested activities throughout the week with your child.
Physical therapy is a “related service” available to assist students with disabilities to benefit from special education. School-based physical therapy helps students with disabilities access their educational environment and participate in the educational process through the use of interventions, adaptations and modifications. Physical therapists work with students and school staff to utilize various strategies and modifications enabling students to participate in a variety of functional skills such as:
Moving around the school campus (classroom, hallways, playground, bus, etc.)
Carrying and managing school supplies
Assuming and maintaining positions (sitting, standing)
Moving in and out of the classroom chairs or adapted equipment
Managing personal care needs in the restroom and/or cafeteria
Physical therapist will reach out to staff and families prior to the start of the school year. They should provide you their contact information to facilitate communication throughout the year. If you are unsure of which therapist is working with your student, please contact your child's teacher. You may also refer to the meet staff section on the home page to obtain their email address.
An exit from physical therapy may be indicated based on one or more of the following:
• Therapy goals have been met and no new goals/objectives are appropriate or require the expertise of a physical therapist.
• The skills of the school/IEP team are sufficient for the student to continue to make progress in his/her IEP goals without physical therapy intervention.
• Modifications/accommodations are in place in the educational environment to support the student in his/her special education program and no additional adaptations are indicated that require physical therapy intervention.
• Therapy would be detrimental due to a change in medical or physical status.